Download - Interstate Survey (2010)
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INTERSTATE SURVEY What Do Voters Say About K-12 Education in Six States?
Polling Paper No. 1
November 29, 2010
Alabama
Arkansas
Kansas
Mississippi
New Jersey
New York
With questions on state performance, education spending, graduation rates, State NAEP rankings, charter schools, virtual schools, tax-credit scholarships, and vouchers
Paul DiPerna
Research Director
www.edchoice.org
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Survey Project & Profile
States: Alabama, Arkansas, Kansas, Mississippi, New Jersey, New York
Title: Interstate Survey:
What Do Voters Say About K-12 Education in Six States?
Survey Organization: Braun Research Incorporated (BRI)
Sponsor: The Foundation for Educational Choice
Interview Dates: July 26 to August 1, 2010
Interview Method: Live Telephone | 80% landline and 20% cell phone per state
Avg Interview Lengths: AL=12m; AR=11m; KS=10m; MS=11m; NJ=10m; NY=10m
Language(s): English
Sample Frame: Registered Voters (via Survey Sampling International)
Sampling Method: Random Digit Dial (RDD)
Sample Sizes: AL=601; AR=603; KS=602; MS=603; NJ=602; NY=603
Margin of Error: ± 4.0 percentage points for each state sample;
± 1.6 percentage points for the total sample
LL Response Rates: AL=24.7%; AR=24.0%; KS=25.3%; MS=23.2%; NJ=20.9%; NY=21.2%
Cell Response Rates: AL=20.2%; AR=19.5%; KS=20.2%; MS=18.7%; NJ=17.3%; NY=17.3%
Weighting? Yes (Gender, Race, Age, Education Level)
Oversampling? No
Project Contact:
Paul DiPerna | Research Director | [email protected]
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November 29, 2010
TABLE OF CONTENTS
Page
4 State Profiles in K-12
6 Introduction
8 Overview
11 Key Findings
20 Survey Snapshots
35 Methods Summary
35 Sample Design
36 Contact Procedures
37 Weighting Procedures and Analysis
38 Call Dispositions and Response Rates
44 Weighting Summary
45 About the Author & Acknowledgements
46 About Braun Research, Inc.
47 About The Foundation for Educational Choice
48 Survey Questionnaire and Topline
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State Profiles in K-12
Alabama Arkansas Kansas Mississippi New Jersey New York
Avg State Rank on NAEP
1 45 39 13 49 3 26
High School Graduation Rate
2 63% 69% 75% 62% 83% 71%
# Regular Public School Students
3 745,668 471,976 466,716 491,591 1,362,149 2,706,122
# Charter School Students 4 None 6,989 4,344 371 19,271 34,683
# Private School Students 5 72,037 34,850 43,413 47,955 204,486 458,231
% Public School Students
6 91.2% 91.9% 90.7% 91.1% 85.9% 84.6%
% Charter School Students 6 None 1.4% 0.8% 0.1% 1.2% 1.1%
% Private School Students 6 8.8% 6.8% 8.4% 8.9% 12.9% 14.3%
# School Districts
3 133 245 318 152 616 728
# Regular Public Schools 3 1,639 1,151 1,447 1,089 2,615 4,717
# Charter Schools 3 None 32 35 1 68 119
# Private Schools 5 423 305 246 219 1,441 2,130
Virtual Schools Climate
7 Weak Weak Moderate Weak Weak None
% Free and Reduced-Price Lunch
3 52% 57% 43% 68% 30% 45%
% Individualized Education Program (IEP) 3 11% 14% 14% 13% 17% 16%
% English Language Learners (ELL) 3 3% 6% 7% 1% 4% 7%
$ Revenue Per Student
8 $10,356 $9,758 $11,805 $8,880 $18,007 $19,081
$ Per Student Spending 8 $9,197 $8,677 $9,883 $7,890 $17,620 $16,794
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State Profile Notes
1. U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational
Progress (NAEP). Average of four rankings (rounded upward to nearest single digit) based on 2009 state scale scores for 4th grade reading; 4th
grade math; 8th grade reading; 8th grade math (respectively, AL: 39, 49, 43, 49 | AR: 40, 35, 40, 40 | KS: 16, 6, 19, 11 | MS: 46, 50, 50, 50 | NJ:
2, 5, 2, 5 | NY: 15, 26, 31, 31).
URL: nationsreportcard.gov/data_tools
2. Reported high school graduation rates, determined by Cumulative Promotion Index (CPI) on the Education Counts section of the Education
Week website. Data for 2006-2007 school year. Editorial Projects In Education, accessed 10/12/10.
URL: www.edcounts.org/createtable
3. U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, Common Core of Data (CCD). Data for
the 2008-2009 school year. Alabama does not have a charter school law. 2008 IEP data – imputed for Alabama and Mississippi because of
irregularity in the states’ 2009 data.
URL: nces.ed.gov/nationsreportcard/states
4. U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, Common Core of Data (CCD). Data for
the 2008-2009 school year. Enrollment data missing for 7 New Jersey charters and 14 New York charters. Alabama does not have a charter school
law.
URL: nces.ed.gov/ccd/schoolsearch
5. U.S. Department of Education, National Center for Education Statistics, Private School Universe Survey (PSS). Data for 2007–2008 school year.
URL: nces.ed.gov/surveys/pss/tables/table_2008_15.asp
6. Percentages are meant for general impression purposes only. State-level data on home-school students are generally unreliable, and this
subpopulation of students could not be included in this table. Due to rounding, percentage totals may be slightly greater or less than 100%.
7. States rated as Weak, Moderate, or Strong, based on John Watson, Butch Gemin, Jennifer Ryan, and Matthew Wicks, Keeping Pace with K-12 Online
Learning: An Annual Review of State-Level Policy and Practice, (Evergreen Education Group, 2009), Table 1.
URL: www.kpk12.com/downloads/KeepingPace09-fullreport.pdf
8. Lei Zhou, Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2007–08 (Fiscal Year 2008) (NCES 2010-326). U.S.
Department of Education. Washington, D.C.: National Center for Education Statistics (May 2010).
URL: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010326
Student spending data include dollars spent on instruction, instruction-related, support services, and other elementary/secondary current
expenditures, but exclude expenditures on long-term debt service, facilities and construction, and other programs.
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Introduction
Survey research and polling are infused in a rapidly transforming media culture, having
established a prominent place in local and national news reporting. On any given day, it
is a safe bet either Brian Williams, Katie Couric, or Diane Sawyer will cite results of a
new political poll, an economic or healthcare survey, or some other survey finding that
has been promoted by government or industry. Television news (particularly cable
news) and numerous websites showcase measures of public opinion daily.1 The quantity
and reach of survey information is impressive.
Yet there have been comparatively fewer polls and surveys examining issues related to
American elementary and secondary education (K-12). This is somewhat puzzling. The
rarity of polling projects about K-12 education may stem from the hyper-local
orientation of education politics and issues. What is a major issue in one school district
or community may be a non-issue in neighboring communities. Priorities and concerns
vary from one community to the next, and from one state to the next, and so issues are
dominated at very local levels, with respect to either politics or media.
A small number of organizations and researchers have done exceptional work designing
polls and surveys with a laser-focus on public opinion with respect to K-12 education.2
The annual Phi Delta Kappa (PDK)/Gallup poll has been in operation since 1969. The
sample frame is national in scope, and the reports have looked at issues mostly related to
public education. In 1999, Public Agenda thoroughly examined public opinion on school
choice topics, part of their long-running series of surveys on education issues. A couple of
years later in 2001, Terry Moe published Schools, Vouchers, and the American Public,
1 Pollster.com provides daily updates of national and state polls. It also aggregates polls on various questions,
issues, and races. The Huffington Post acquired the website in 2010.
URL: www.huffingtonpost.com/news/pollster 2 The two most recent, high-profile and ongoing national polls on K-12 education issues are William J. Bushaw
and Shane J. Lopez, A Time for Change: The 42nd Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes
Toward the Public Schools, (Bloomington, IN: Phi Delta Kappa, 2010); William Howell, Paul E. Peterson, and
Martin West, “Meeting of the Minds,” Education Next, 11(1), (Winter 2011), pp. 2-12. Also see Steve Farkas, Jean
Johnson, and Anthony Foleno, On Thin Ice, (New York, NY: Public Agenda, 1999). For the most comprehensive
scholarly work looking at the intersection of public opinion, politics, and K-12 education, see Terry Moe,
Schools, Vouchers, and the American Public, (Washington, DC: Brookings Institution Press, 2001).
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which was a ground-breaking national study examining K-12 politics and public opinion
formation on school choice issues. In recent years, William Howell, Paul Peterson, and
Martin West have conducted national surveys using online panels. Unlike PDK/Gallup,
their approach is more scholarly by design, and they have discovered interesting findings
related to the impact of framing questions, as well as cues from public leaders and
academia, on public opinion.
However, the political dynamics of K-12 education have undergone an evolution over
the last few decades. Generally speaking, state government is now kingmaker for
matters pertaining to school revenue, appropriation, accountability, and assessment.
Today many states provide the lion‘s share of revenue for public schools, not the local
school districts.3 Because purse strings are controlled increasingly by state
policymakers, fights over resource allocation and political power have migrated, to a
large degree, from the school board to the statehouse.
Coinciding with this gradual and subtle shift in K-12 politics, several respected research
organizations recently have tracked public opinion and education policy matters in their
home states, including the Center for Evaluation and Education Policy (Indiana), the
Public Policy Institute of California, and the Thomas B. Fordham Institute/FDR Group
(Ohio).4 Even with the considerable contributions and insights provided by these
organizations, there is still a dearth of knowledge about what the average voter, in most
states, thinks about K-12 education in general, and school choice reforms in particular.
3 As of 2008, state governments provided more K-12 funding than local governments in 30 states. See Lei
Zhou, Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2007–08 (Fiscal Year
2008) (NCES 2010-326). U.S. Department of Education. Washington, D.C.: National Center for Education
Statistics (May 2010), Table 1. 4 Jonathan Plucker, Terry Spradlin, Nathan Burroughs, and Stephen Hiller, 2008 Public Opinion Survey on K-12
Education in Indiana, (Bloomington, IN: Center for Evaluation & Education Policy, Indiana University, 2009);
Mark Baldassare, Dean Bonner, Sonja Petek, and Nicole Willcoxon, PPIC Statewide Survey: Californians &
Education, (San Francisco: Public Policy Institute of California, 2010); Steve Farkas and Ann Duffet, Checked Out:
Ohioans’ Views on Education 2009, (Dayton, OH: The Thomas B. Fordham Institute, 2009).
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Overview
The core purpose of the Interstate Survey series is to survey statistically representative
statewide samples and report the levels and gaps of voter opinion, knowledge, and
awareness when it comes to K-12 education and school choice reforms—particularly
with respect to state performance, education spending, graduation rates, achievement
rankings, charter schools, virtual schools, tax-credit scholarships, and school vouchers.
This is the first of a series of ―polling papers‖ that we will release in the coming months.
In this release we compare voter responses in six states: Alabama, Arkansas, Kansas,
Mississippi, New Jersey, and New York.
Why choose these states? In a sense these states comprise the open frontier for reforms
in K-12 education. None has enacted school voucher or tax-credit scholarship systems.
Arkansas, New Jersey, and New York have seen some growth in the charter school
sector, but charter school student populations do not exceed 2 percent of the overall
student populations in these states. Only New Jersey has had a consequential public
debate about voucher or tax-credit scholarship programs in the last couple of years.
This project‘s six states are similar in that none has been exposed to school choice
programs in action, and the charter school sectors (non-existent in Alabama) and virtual
school sectors (non-existent in New York) are still in early stages of development.
State differences are equally important for project design. We believe it is important to
examine states that at least showed some range of diversity on the political spectrum.
Both New York and New Jersey tend to be more liberal in their politics. Unions have a
substantial seat of power, especially when it comes to K-12 education. The other four
states in our analysis tend to be more ideologically conservative. Alabama, Arkansas,
Kansas, and Mississippi, are all right-to-work states, for example.5 Robert Erikson,
Gerald Wright, and John McIver have analyzed more than 30 years of CBS/New York
5 See the map of Right to Work states on the National Right to Work Legal Defense Foundation website.
URL: www.nrtw.org/rtws.htm
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Times polls and have established ideological and partisan trends for the 50 states.6 The
Erikson-Wright-McIver ideology and partisan scales influenced state selection for this
project. If ideology and partisanship drive opinion on school choice reforms, as news
media and public officials often suggest, then we should detect corresponding
differences in the polling topline results and crosstabs. If there is no such pattern, then
a new storyline is needed when discussing school choice reforms and issues.
The six states vary on a number of basic indicators in K-12 education (see page 4). The
states are rather different when it comes to student achievement on tests and high
school graduation rates. New Jersey and Kansas tend to be higher-achieving and
graduate a greater proportion of high school students. New York is in the middle.
Arkansas is not far behind the Empire State. Mississippi and Alabama rank near the
bottom. Some of the variation in academic achievement and attainment likely
corresponds with the levels of poverty and education in the home. Mississippi is the
poorest state in our survey.
Considering raw size, New York‘s student population is more than four times larger than
Alabama, Arkansas, Kansas, or Mississippi. New Jersey is nearly half the size of New
York. Similar variations are noticeable in terms of numbers of schools and school
districts. New York and New Jersey have 728 and 616 school districts, respectively.
Alabama has the fewest school districts (133). Southern states tend to have more
centralized control in K-12 education, having more students in relatively fewer school
districts. Northeastern and Midwestern states are more likely to emphasize
decentralized local control in K-12 education with a high number of school districts and
relatively fewer students.7
The private sector plays a more active role in some states compared with others. This is
particularly true in New Jersey and New York. Both states have more than 12 percent of 6 Robert S. Erikson, Gerald C. Wright, and John P. McIver, “Public Opinion in the States: A Quarter Century of
Change and Stability,” in Public Opinion in State Politics, ed. Jeffrey E. Cohen (Stanford, CA: Stanford University
Press, 2006), pp. 229-253, Figures 12.2 and 12.3; Robert S. Erikson, Gerald C. Wright, and John P. McIver,
Statehouse Democracy, (New York, NY: Cambridge University Press, 1993). 7 See U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD),
“Number of public elementary and secondary education agencies, by type of agency and state or jurisdiction:
2006-07 and 2007-08,” Local Education Agency Universe Survey, 2006-07 and 2007-08, Table 88.
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students going to private schools. The other four states in the survey have less than 9
percent of their school-age students in private schools. The number of private school
students in New York is almost equal to the number of public school students in
Arkansas or Kansas. New Jersey has more than 200,000 students in private schools.
Per student spending also differs from state to state. Some spending differences may be
explained by cost-of-living adjustments, but it cannot explain all differences. New York
and New Jersey spend roughly double what is spent in Alabama, Arkansas, or
Mississippi. State demographics, ideologies, political processes, and relative power of
special interests are likely to be major factors.8 Statewide demographics and their
associations with public opinion will be explored further in future polling papers.
At a very basic level, this paper reports out snapshots of how the six states compare with
one another on 19 substantive questions and 13 demographic questions (see pages 20-
34). The next section summarizes key findings.
This paper is presented in four sections. The first section summarizes key findings. We
call the second section ―Survey Snapshots,‖ and this represents the body of the paper.
The third section describes the survey‘s methodology, summarizes response statistics,
and presents additional technical information on call dispositions for landline and cell
phone interviews. The fourth section lays out the questionnaire and question-by-
question results (topline data), essentially allowing the reader to follow the actual
interview as it was conducted in terms of question wording and ordering. This paper
sets out to provide fundamental analysis, going light on editorial commentary, and
letting the charts and numbers communicate the major findings.
8 A good overview of politics in K-12 education can be found in Michael W. Kirst and Frederick M. Wirt, The
Political Dynamics of American Education, 4th Edition, (Berkeley, CA: McCutchan Publishing Corp., 2009).
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Key Findings
On average, registered voters in the six states are more likely to think
that K-12 education is on the “wrong track” (48%) compared to the
“right direction” (41%).
See Question 1
Kansans are the exception. They are more likely to say K-12 education is heading
in the ―right direction‖ (49%) rather than on the ―wrong track‖ (38%). However,
majorities in Alabama (53%), New York (53%), and Mississippi (52%) say K-12
education is on the ―wrong track‖ in their states. The right direction-wrong track
gaps are particularly large in a negative way for Alabama (-18 points) and New
York (-17 points); Kansas shows a sizable positive gap (+11 points).
Voters on average (as well as within the states) split in their opinion
when it comes to describing the public school systems as “fair” or
“poor” (50%) versus “good” or “excellent” (48%).
See Question 3
Three states – Alabama, New York, and Mississippi – are much more likely to say
the state‘s public school system is ―poor‖ rather than ―excellent.‖ Roughly twice
the number of voters in these states would call their system ―poor‖ compared
with Kansas and New Jersey. By contrast, Kansas is much more positive—63
percent of Kansas voters say the state‘s public school system is ―good‖ or
―excellent.‖ About half of New Jersey voters (52%) say the same about their
public schools.
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States vary on their views about school funding.
See Question 4
Two states – Arkansas and New Jersey – are more content with perceived
funding levels, but Alabama and Mississippi would like to see more funding go to
public schools. Nearly two out of three Alabama voters (65%) say public school
funding is ―too low‖; 56 percent of Mississippi voters say the same. However, a
majority of New Jersey voters (56%) believe funding is either ―about right‖ or
―too high.‖ New Jersey is among a small number of states in the country that
spend more than $15,000 per student; Alabama and Mississippi are among the
lowest spending states.
Generally speaking, voters have no idea how much is spent in the
public schools.
See Question 5
Of those who volunteered a spending figure, no more than a quarter of voters in
any state could estimate the correct spending range. Mississippi had the largest
proportion of voters estimating correctly (24%). No more than 10 percent could
guess the correct per student spending range in Alabama, New York, Arkansas, or
Kansas. Median estimates ranged from $2,500 in Alabama to $8,000 in New
Jersey. Alabama spends about $9,000 per student and New Jersey spends
roughly $17,000. All estimates, volunteered or categorical, were way off the
mark. This suggests policymakers should be cautious to pander to populist
impulses on funding. Compared with stated responses to Question 4, better-
informed voters could have very different reactions to proposals for increased
education funding.
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Voters evidently have a feel for their state’s high school graduation rate.
See Question 7
Impressively, four states (Alabama, Arkansas, Kansas, and Mississippi) produced
average estimates that were within the margin of error for the actual statewide
graduation rate for 2007. New Jersey and New York underestimated the actual
graduation rate by 11 and 8 percentage points, respectively. Kansas underestimated
the rate by just one point (74%), and Arkansas overestimated by one point (70%).
Reducing the number of dropouts and improving graduation rates have been very
high priorities for governors and state legislatures over the last five years. Colin
and Alma Powell, with the America‘s Promise Alliance, have led high-profile
public awareness campaigns during this time and have helped to give the public
policy issue a high profile in recent years.9 Local and state media reports
surrounding these efforts has likely had some effect on awareness.
Though less precise than knowledge about graduation rates, voters
have some sense of how their states perform on achievement tests,
relative to other states.
See Question 9
When asked, ―Compared to all other states taking the same academic
achievement test, do you think [your state] nationally ranks…,‖ pluralities in
Mississippi (38%) and Alabama (30%) were able to identify the correct quintile
for their state (state ranking, 41-50). Kansans (29%) demonstrated a fairly good
estimate that their students ranked in the second quintile (11-20). Likewise, New
Jersey voters (28%) were able to estimate that their students were at or near the
first quintile (1-10). Nearly half (47%) of New Yorkers and Arkansans (48%)
overstated their ranking.
9 America’s Promise Alliance (APA): www.americaspromise.org
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Another interesting way to evaluate these responses is to rank-order the
proportions of voters indicating the endpoints of potential responses (first and
fifth quintiles). Analyzing responses this way is fascinating. It does not matter if
you rank-order on the first or fifth quintile responses. The relative proportions
fall almost exactly where states rank on a test sponsored by the U.S. Department
of Education, called the National Assessment of Educational Progress (NAEP).10
For example, more than any other state, New Jersey voters (28%) say the state is
ranked in the first quintile, which is correct. The smallest proportions indicating
a top ranking are in Mississippi (10%) and Alabama (11%), also relatively in the
right order. Likewise, looking at those who say their state is last in the fifth
quintile, voters in Mississippi (38%), Alabama (30%), and Arkansas (27%)
indicated that quintile more than the other three states, exhibiting the correct
rank-ordering of state achievement. Voters, at least in these six states, do have a
sense for their relative performance on the NAEP assessment.
When asked for a preferred school type, voters indicated that there is
a gaping disconnect between their preferred school type and actual
enrollment patterns.
See Question 11
Nearly equal numbers of voters, across all six states, said they would prefer a
private school (39%) as much as a regular public school (38%). Nearly half of
New Yorkers (49%) prefer a private school. Arkansas (33%) is least inclined
toward private schools. Considering Mississippi‘s relatively low performance
when it comes to graduation rates and scoring on the federal NAEP exam, it is
somewhat surprising that the state would prefer a regular public school (43%)
greater than any other type of school, as well as more than any other state in the
survey. New Yorkers are least likely (29%) to prefer a public school.
10 To learn more about NAEP, visit: nces.ed.gov/nationsreportcard/about
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To a lesser degree of preference, nearly equal proportions of voters say they want
to homeschool (10%) as to select a charter school (11%). Recent headlines and
cable/daytime talk shows might suggest the preference for charter schools is
surging. It should be noted that we conducted this survey a couple months before
the public release of the film ―Waiting for ‗Superman,‘‖ as well as NBC‘s much-
marketed ―Education Nation‖ television series. Voters in late July indicated a
relatively modest interest in charter schools, and hardly any for virtual schools.
New York showed the highest level of preference (14%) for charter schools.
Lack of interest for charters and virtual schools may be from low levels of
information, particularly in a state like Alabama, where there are no charter
schools. For example, in our survey we found only 41 percent of voters, across all
states, who were ―very familiar‖ or ―somewhat familiar‖ with charter schools (see
Question 13). Only 29 percent of all voters were at least ―somewhat familiar‖
with virtual schools (see Question 15). Nearly one out of three voters (28%) said
that they ―never heard of virtual schools.‖
Fully half of voters would choose a school that is not publicly operated, either
private or homeschooling. This finding represents another substantial
disconnect. The rhetoric from pundits, politicians, and mainstream media
frequently emphasizes matters relating to public schools, including charter
schools. The implication is that public officials and the media currently do not
grasp or understand that school access and choice can be a powerful, if dormant,
issue for average voters. Voters likely would welcome broadening K-12
discussions to include private schools and homeschooling. To continue to do
otherwise would seem to neglect the public interest and ignore preferences.
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One out of four voters in our survey prioritizes “standards,
curriculum” as the key attribute they are looking for in their
preferred school. The second most important attribute, as suggested
by 19 percent of all voters, is “structure, discipline.”
See Question 12
School characteristics like test score performance (14%) and school/class size
(13%) matter less to average voters in the survey. All of these school qualities
probably matter quite a bit to voters, but the purpose of this question was to
signal priority.
In 2010, the Obama Administration‘s Race to the Top competition spurred the
gradual state-by-state adoption of Common Core Standards.11 Whether these
standards are truly what the public wants is another matter, but it is evident that
public officials understood standards and curriculum were important to voters in
a mid-term election year. On the other hand, public officials and the media may
be missing an opportunity to discuss another matter also important to voters:
school structure and discipline. Arguments about class size and school test
scores dominate education headlines and suck a lot of the air out of public
debates on education. Yet these matters tend to be less a priority to voters, when
compared with discipline in schools.
Voters are much more likely to favor charter schools (63%), rather
than oppose such schools (21%).
See Questions 13 and 14
Charter school support is strongest in New Jersey (70%) and New York (68%) -
and relatively weaker in Alabama (58%). The largest favor-oppose gaps are also
in New Jersey (+51 points) and New York (+48 points). Comparatively smaller,
but still strongly positive gaps are found in Alabama and Arkansas (both +37
11 To learn more about the Race to the Top Fund competition, visit: www2.ed.gov/programs/racetothetop
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points). Across all states, those who ―strongly favor‖ (27%) outnumber those who
―strongly oppose‖ (9%) by a three-to-one ratio. The level of opposition is roughly
just 20 percent in each state.
When properly defined, charter schools clearly resonate with voters. And there
may be opportunities for growing support. Low levels of familiarity with charters
(41%) on average for all six states, probably dampen voter support. The
association between charter school familiarity and favorability is positive and
moderately correlated (r=.271, p < .01).
In recent months, thanks in part to Oprah Winfrey, ―Waiting for ‗Superman‘‖
buzz, and NBC‘s highly visible ―Education Nation,‖ charter school efforts have
penetrated popular media. If awareness of charter schools has grown, then it is
likely that support for charter-friendly policies will grow.
Voters in the six states solidly oppose virtual schools, by an average
favor-oppose gap of -22 percentage points.
See Questions 15 and 16
The fiercest opposition appears in very different states, Alabama (-25 points) and
New York (-24 points). At least half of voters in all states say they oppose virtual
schools, and nearly 6 out of 10 New Jersey voters (58%) say they oppose the new
idea. Levels of favorability range from a low of 27 percent in New Jersey to a
high of 38 percent in Kansas.
Technology enthusiasts are likely to have some pause when seeing the reactions
to virtual schools. This kind of schooling is new and rapidly developing, and low
levels of familiarity are acknowledged in the survey (see Question 15). At this
point in time, virtual school entrepreneurs and advocates have their work cut out
for them in order to educate the public and make the case that virtual schools‘
benefits are greater than their costs.
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A kind of awakening may be possible in the future. Very low levels of familiarity
with virtual schools (29% on average for all six states; see Question 15) suggest
that there may be room for expanding support in the future. The association
between virtual school familiarity and favorability is positive and moderately
correlated (r=.259, p < .01).
It is worth future study to explore to what extent voters value the social benefits
of more traditional schooling and gauge if the perception exists that virtual
schools lack desired social benefits and qualities. This may be driving some of
the negative reaction.
When asked about tax-credit scholarships, 64 percent of voters say they
favor such a system, compared to 24 percent who say they oppose.
See Question 17
In New York, seven out of ten voters favor this brand of school choice system.
New Jersey shows a nearly identical level of support (69%). The lowest level, still
more than half of voters, is found in Kansas (56%). Favor-oppose gaps across the
six states are all positive and yawning, ranging from a high of +48 percentage
points (New York) to a low of+27 percentage points (Kansas).
The high level in New York may be from greater understanding of how such a
policy might work. The Children‘s Scholarship Fund, providing private school
scholarships since 1998, has its national headquarters in New York City.
On the other end of the spectrum, there may be relatively less robust support for
favoring such a system in Kansas because the public schools are performing
better there than most other states, and the voters actually know it.
Like opinion on charter schools, on average across the states, those who are
―strongly favorable‖ (30%) toward tax-credit scholarships outnumber those who
―strongly oppose‖ (12%) the policy by a ratio of nearly three-to-one.
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None of the six states in our survey currently has public policies supporting tax-
credit scholarships.
There is decidedly strong, and varying, support for school vouchers
across all six states.
See Questions 18 and 19
Voters in Mississippi overwhelmingly support school vouchers: 74 percent favor
versus 20 percent who oppose (+54 percentage point favor-oppose gap). Nearly
seven out of ten voters in New Jersey, two out of three voters in New York, and
about six out of ten voters in Alabama and Arkansas support school vouchers.
The smallest favor-oppose gap is +21 percentage points in Kansas, where 57
percent favor and 36 percent oppose vouchers.
In contrast to questions on charter schools and tax-credit scholarships, there is
more intensity on school vouchers (responses indicating ―strongly‖ favor or
oppose). Of the three types of school choice policies, school vouchers garnered,
on average, the highest levels of strong support (38%) and strong opposition
(16%). In any event, those who ―strongly favor‖ school vouchers more than
double the number who state strong opposition.
Low levels of familiarity with school vouchers (41% on average for all six states;
see Question 18) suggest there still may be some room for expanding support.
The association between voucher familiarity and favorability is positive and
modestly correlated (r=.199, p < .01).
None of the six states surveyed has enacted a school voucher system.
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Survey Snapshots
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Q2. What one word best describes your impression of [STATE NAME]‟s public school system? Just the one word that best describes [STATE NAME]‟s education system.
Specific impressions offered by 10 or more respondents per state. Numbers represent counts (n), not percentages.
AL AR KS MS NJ NY
Good 83 Good 80 Good 102 Good 78 Good 99 Good 68
Poor 48 Fair 33 Excellent 29 Poor 28 Fair 23 Fair 26
Fair 28 Poor 28 Fair 21 Fair 27 Excellent 22 Improving 20
Lacking 20 OK 18 OK 17 Improving 25 Improving 19 Poor 20
OK 20 Improving 17 Poor 16 OK 16 Poor 19 OK 14
Mediocre 17 Adequate 14 Adequate 15 Great 15 OK 17 Lacking 13
Average 15 Dead 13 Improving 15 Adequate 14 Adequate 14 Bad 11
Improving 15 Average 11 Mediocre 14 Bad 14 Bad 14 Mediocre 11
Bad 12 Mediocre 11 Great 13 Lacking 13 Under-Funded 12 -
Adequate 11 - Lacking 12 Mediocre 13 Expensive 11 -
Behind 11 - Bad 10 Inadequate 11 Lacking 11 -
Under-Funded 11 - - Excellent 10 Average 10 -
- - - - Terrible 10 -
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Q5. How much do you think is currently spent on each student in [STATE NAME]'s public schools? Your estimate (to the nearest thousand dollars) will represent the combined expenditures of local, state, and federal governments.
Notes: The 2008 per student spending data include dollars spent on instruction, instruction-related, support services, and other
elementary/secondary current expenditures, but exclude expenditures on long-term debt service, facilities and construction, and other
programs. See Lei Zhou, Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2007–08 (Fiscal Year 2008)
(NCES 2010-326). U.S. Department of Education. Washington, DC: National Center for Education Statistics (May 2010). The median
estimate is calculated using data obtained from voters who gave an initial open response before an offer of dollar ranges. See Lei Zhou,
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2007–08 (Fiscal Year 2008) (NCES 2010-326). U.S.
Department of Education. Washington, DC: National Center for Education Statistics (May 2010).
% Saying Spending
“Too Low”
2008 Per Student
Spending
% Saying Correct Range
Median Estimate
AL 65 $9,197 7 $2,500
MS 56 $7,890 24 $3,000
NY 53 $16,794 7 $5,000
KS 48 $9,883 10 $4,000
AR 45 $8,677 9 $4,000
NJ 38 $17,620 11 $8,000
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Q7. What is your best estimate for [STATE NAME]‟s high school graduation rate, from 0 to 100%? For this survey, the graduation rate is defined as the percentage of high school students who advance from freshman year to receiving a high school diploma within four years.
Notes: Reported high school graduation rates, determined by Cumulative Promotion Index (CPI) on the Education Counts section of the
Education Week website. Data for 2006-2007 school year. See Editorial Projects In Education website, accessed 10/12/10. URL:
www.edcounts.org/createtable
2007
Statewide % Graduation Rate
Average Estimate
%
Median Estimate
%
NJ 83 72 75
KS 75 74 75
NY 71 63 65
AR 69 70 75
AL 63 66 70
MS 62 65 70
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Q12. What is the most important school attribute (or characteristic) to be the main reason you would select a [INSERT SCHOOL TYPE FROM QUESTION Q11]?
AL AR KS MS NJ NY
Standards, Curriculum 25 26 27 21 30 23
Structure, Discipline 19 19 20 19 17 18
Test Scores, Performance 17 11 13 17 14 13
School Size, Class Size 12 10 13 10 13 18
Extracurricular Activities 7 8 8 9 9 8
Religious or Philosophical Mission 7 9 8 6 4 5
Location 6 5 4 8 5 6
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Methods Summary
The ―Interstate Survey" project, commissioned by The Foundation for Educational
Choice and conducted by Braun Research Incorporated (BRI), interviewed more than
600 registered voters in each of six states: Alabama; Arkansas; Kansas, Mississippi; New
Jersey; and New York. A total of 3,614 telephone interviews were conducted in English
from July 26 to August 1, 2010, by means of both landline and cell phone. Statistical
results were weighted to correct known demographic discrepancies. The margin of
sampling error for each state survey is +4.0 percentage points. Margin of error for the
total sample of interviews is +1.6 percentage points.
BRI‘s live callers conducted all phone interviews. For this entire project, a total of
30,331 calls were made in six states: Alabama; Arkansas; Kansas, Mississippi; New
Jersey; and New York. Of these calls 15,140 were unusable phone numbers
(disconnected, fax, busy, non-residential, or non-answers, etc.); 11,319 were usable
numbers but eligibility unknown (including refusals and voicemail); 183 cell phone
numbers were usable but not eligible for this survey; 267 people did not complete the
survey. The six-state average response rate of the landline interviews was 23.2%. The
six-state average response rate of the cell phone interviews was 18.9%.
Details on each state‘s sample dispositions, landline, and cell phone response rates, and
weighting are discussed in following sections.
Sample Design
A combination of landline and cellular random digit dial (RDD) samples was used to
represent registered voters in the selected states who have access to either a landline or
cellular telephone. Both samples were provided by Survey Sampling International, LLC
(SSI) according to BRI specifications.
SSI starts with a database of all listed telephone numbers, updated on a four- to six-
week rolling basis, 25 percent of the listings at a time. All active blocks—contiguous
groups of 100 phone numbers for which more than one residential number is listed—are
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added to this database. Blocks and exchanges that include only listed business numbers
are excluded.
Numbers for the landline sample were drawn with equal probabilities from active blocks
(area code + exchange + two-digit block number) that contained three or more
residential directory listings. The cellular sample was not list-assisted, but was drawn
through a systematic sampling from dedicated wireless 100-blocks and shared service
100-blocks with no directory-listed landline numbers.
Contact Procedures
Interviews were conducted from July 26, 2010 to August 1, 2010. As many as 8
attempts were made to contact every sampled telephone number. Sample was released
for interviewing in replicates, which are representative subsamples of the larger sample.
Using replicates to control the release of sample ensures that complete call procedures
are followed for the entire sample. Calls were staggered over times of day and days of
the week to maximize the chance of making contact with potential respondents. Each
phone number received at least one daytime call.
The survey‘s margin of error is the largest 95% confidence Interval for any estimated
proportion based on the total sample – the one around 50%. Each state survey‘s margin
of error is 4%. This means that in 95 of every 100 samples drawn using the same
methodology, estimated proportions based on the entire sample will be no more than 4
percentage points away from their true values in the population.
It is critical to note that the MSE is higher when considering the number of respondents
for a given demographic subgroup. For example, the MSE for a subgroup of 150
respondents is ± 8.0 percentage points.
In addition to sampling error, question wording, ordering, and other practical
difficulties when conducting surveys may introduce error or bias into the findings of
public opinion research.
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Call Dispositions and Response Rates
Full dispositions for all sampled landline and cell phone numbers in each of the six
states are located on pages 38-43.
Weighting Procedures and Analysis
Weighting transformations for each of the six states are located on page 44.
Weighting is generally used in survey analysis to compensate for sample designs and
patterns of non-response that might bias results. In this study, the sample
demographics were balanced to population parameters. The sample was balanced to
reflect the targeted population representation by Age, Gender, Race and Education. The
weighted and unweighted results are shown below.
Weighting targets are imposed for sex, age, ethnicity, and level of education for the
states of Alabama, Arkansas, Kansas, Mississippi, New Jersey, and New York. Gender
and ethnicity were based on Census Bureau figures from Table 4b of ―Voting and
Registration in the Election of November 2008 – Detailed Tables.‖12
Table 4c of the above cited report describes the age distributions, but these do not match
our questionnaire coding scheme for respondent‘s age. We calculated age distributions
from date-of-birth information on file from each state‘s respective registered voter
database, as supplied by Aristotle International.
Level of education is based on voting-age population distributions as reported by the
Census Bureau, American Community Survey, 2006-2008 3-year estimates. We
adjusted college graduate weighting targets for each state where required based on the
2008 Census figures on registered voters (Table 5 of the above cited), noting that the
percentage of college graduates is higher for registered voters compared with all adults
(32.1% vs. 27.5%, respectively).
12 U.S. Census Bureau, “Voting and Registration in the Election of November 2008 - Detailed Tables,”
URL: www.census.gov/hhes/www/socdemo/voting/publications/p20/2008/tables.html
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Landline Cell Phone Landline Cell Phone
6,000 3,600 Total 1,039 562 Disconnected
3,514 1,330 Released 160 8 Fax
2,486 2,270 Unreleased 217 11 Government/Business
1,941 704 Usable - 2 Non Cell Phone
1,573 626 Unusable 9 - Non Landline
1,941 595 Qualified 1,425 583 Unusable
55.2% 53.0% Est. Usability 480 76 No Answer
100.0% 83.3% Est. Eligibility 29 15 Busy
24.7% 20.2% Est. Response 509 91 Usability Unknown
301 120 Complete
30 20 Break-Off
331 140 Usable/Eligible
418 249 Refused
15 7 Language Barrier
508 120 Voice Mail
259 81 Call Back-Retired
48 29 Strong Refusal
1 2 Privacy Manager
1,249 488 Usable/Eligible Unknown
- 23 Under 18
- 1 Not Resident of State
- 4 Other Unknown
- 28 Usable/Ineligible
24.7% 20.2% Response Rate
Alabama Call Dispositions
SUMMARY DETAIL
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Landline Cell Phone Landline Cell Phone
6,000 3,600 Total 1,089 497 Disconnected
3,608 1,286 Released 122 10 Fax
2,392 2,314 Unreleased 178 7 Government/Business
2,001 727 Usable - 1 Non Cell Phone
1,607 559 Unusable 3 - Non Landline
2,001 615 Qualified 1,392 515 Unusable
55.5% 56.5% Est. Usability 427 90 No Answer
100.0% 83.2% Est. Eligibility 55 11 Busy
24.0% 19.5% Est. Response 482 101 Usability Unknown
480 120 Complete
21 14 Break-Off
501 134 Usable/Eligible
404 284 Refused
20 12 Language Barrier
461 114 Voice Mail
315 64 Call Back-Retired
29 31 Strong Refusal
4 4 Privacy Manager
1,233 509 Usable/Eligible Unknown
- 22 Under 18
- 4 Not Resident of State
- 1 Other Unknown
- 27 Usable/Ineligible
24.0% 19.5% Response Rate
Arkansas Call Dispositions
SUMMARY DETAIL
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Landline Cell Phone Landline Cell Phone
6,000 3,600 Total 1,104 520 Disconnected
3,474 1,243 Released 137 6 Fax
2,526 2,357 Unreleased 194 9 Government/Business
1,897 657 Usable - 5 Non Cell Phone
1,577 586 Unusable 5 - Non Landline
1,897 593 Qualified 1,440 540 Unusable
54.6% 52.8% Est. Usability 247 87 No Answer
100.0% 89.5% Est. Eligibility 54 11 Busy
25.3% 20.2% Est. Response 301 98 Usability Unknown
480 120 Complete
27 16 Break-Off
507 136 Usable/Eligible
342 227 Refused
12 11 Language Barrier
579 134 Voice Mail
214 53 Call Back-Retired
76 27 Strong Refusal
3 1 Privacy Manager
1,226 453 Usable/Eligible Unknown
- 9 Under 18
- 5 Not Resident of State
- 2 Other Unknown
- 16 Usable/Ineligible
25.3% 20.2% Response Rate
Kansas Call Dispositions
SUMMARY DETAIL
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Landline Cell Phone Landline Cell Phone
6,000 3,600 Total 1,122 525 Disconnected
3,780 1,358 Released 147 4 Fax
2,220 2,242 Unreleased 202 13 Government/Business
2,071 776 Usable - 5 Non Cell Phone
1,709 582 Unusable 5 - Non Landline
2,071 642 Qualified 1,476 547 Unusable
54.8% 57.1% Est. Usability 477 67 No Answer
100.0% 81.6% Est. Eligibility 38 15 Busy
23.2% 18.7% Est. Response 515 82 Usability Unknown
481 120 Complete
25 9 Break-Off
506 129 Usable/Eligible
429 321 Refused
18 8 Language Barrier
473 116 Voice Mail
319 87 Call Back-Retired
42 37 Strong Refusal
2 2 Privacy Manager
1,283 571 Usable/Eligible Unknown
- 18 Under 18
- 9 Not Resident of State
- 2 Other Unknown
- 29 Usable/Ineligible
23.2% 18.7% Response Rate
Mississippi Call Dispositions
SUMMARY DETAIL
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Landline Cell Phone Landline Cell Phone
6,000 3,600 Total 1,140 523 Disconnected
3,936 1,475 Released 126 11 Fax
2,064 2,125 Unreleased 179 12 Government/Business
2,299 893 Usable - 5 Non Cell Phone
1,637 582 Unusable 6 - Non Landline
2,299 692 Qualified 1,451 551 Unusable
58.4% 60.6% Est. Usability 397 69 No Answer
100.0% 76.2% Est. Eligibility 51 9 Busy
20.9% 17.3% Est. Response 448 78 Usability Unknown
480 120 Complete
32 21 Break-Off
512 141 Usable/Eligible
498 341 Refused
51 23 Language Barrier
502 124 Voice Mail
416 108 Call Back-Retired
55 60 Strong Refusal
3 5 Privacy Manager
1,525 661 Usable/Eligible Unknown
- 33 Under 18
- 9 Not Resident of State
- 2 Other Unknown
- 44 Usable/Ineligible
20.9% 17.3% Response Rate
New Jersey Call Dispositions
SUMMARY DETAIL
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Landline Cell Phone Landline Cell Phone
6,000 3,600 Total 1,027 548 Disconnected
3,843 1,484 Released 151 9 Fax
2,157 2,116 Unreleased 186 16 Government/Business
2,267 879 Usable - 3 Non Cell Phone
1,576 605 Unusable 9 - Non Landline
2,267 694 Qualified 1,373 576 Unusable
59.0% 59.2% Est. Usability 438 55 No Answer
100.0% 77.8% Est. Eligibility 57 16 Busy
21.2% 17.3% Est. Response 495 71 Usability Unknown
480 120 Complete
35 17 Break-Off
515 137 Usable/Eligible
519 345 Refused
47 20 Language Barrier
457 134 Voice Mail
368 101 Call Back-Retired
64 58 Strong Refusal
5 3 Privacy Manager
1,460 661 Usable/Eligible Unknown
- 29 Under 18
- 8 Not Resident of State
- 2 Other Unknown
- 39 Usable/Ineligible
21.2% 17.3% Response Rate
New York Call Dispositions
SUMMARY DETAIL
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DEMOGRAPHICS Weighted UnWeighted Weighted UnWeighted Weighted UnWeighted Weighted UnWeighted Weighted UnWeighted Weighted UnWeighted
Male 44.7% 49.3% 44.3% 49.8% 45.8% 46.7% 46.5% 48.1% 48.0% 47.5% 46.4% 49.1%
Female 55.3% 50.7% 55.7% 50.2% 54.2% 53.5% 53.5% 51.9% 52.0% 52.5% 53.6% 50.9%
Asian 0.0% 0.7% 0.0% 0.5% 1.2% 2.0% 0.0% 0.5% 5.5% 3.5% 3.2% 6.0%
Black 25.8% 26.6% 14.4% 12.3% 6.5% 8.1% 43.4% 35.2% 14.3% 13.0% 15.1% 21.6%
White 72.8% 69.9% 82.8% 84.1% 86.5% 85.4% 55.6% 61.7% 69.8% 76.9% 71.2% 63.0%
Other 1.3% 2.8% 2.8% 3.2% 3.2% 4.3% 0.5% 2.2% 0.5% 6.1% 2.2% 8.3%
Hispanic 0.0% 0.0% 0.0% 0.0% 2.7% 0.2% 0.5% 0.5% 9.8% 0.5% 8.3% 1.2%
18-29 12.9% 6.3% 17.5% 5.8% 16.2% 7.5% 19.6% 8.6% 17.5% 10.1% 15.9% 12.3%
30-39 15.9% 12.8% 15.0% 16.6% 14.7% 17.1% 15.8% 18.1% 13.8% 21.8% 19.1% 25.0%
40-49 18.0% 22.6% 16.7% 12.4% 17.2% 22.8% 16.7% 19.4% 19.5% 22.8% 18.6% 20.2%
50-64 29.4% 30.8% 25.0% 34.0% 26.8% 28.1% 27.9% 28.7% 26.5% 24.1% 25.4% 22.9%
65 & Over 23.9% 27.1% 25.7% 30.5% 25.2% 24.4% 20.1% 24.9% 22.8% 19.8% 20.9% 17.2%
DK/Refused - 0.3% - 0.7% - 0.2% - 0.3% - 1.5% - 2.3%
< HS Graduate 19.2% 7.7% 18.7% 5.0% 11.7% 3.3% 21.3% 9.8% 13.2% 3.3% 15.8% 5.8%
HS Graduate 32.3% 32.6% 35.8% 31.0% 29.4% 24.6% 31.4% 32.0% 30.3% 23.3% 28.7% 22.1%
Some College 28.7% 25.1% 28.3% 27.5% 32.7% 29.6% 30.2% 27.2% 24.7% 28.7% 26.1% 27.0%
≥ College 19.8% 34.4% 17.2% 35.8% 26.2% 42.2% 17.1% 30.7% 31.8% 43.2% 29.4% 44.3%
DK/Refused - 0.2% - 0.7% - 0.3% - 0.3% - 1.5% - 0.8%
ALABAMA ARKANSAS KANSAS MISSISSIPPI NEW JERSEY NEW YORK
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About the Author
Paul DiPerna ([email protected]) is Research Director for The Foundation for
Educational Choice in Indianapolis. DiPerna joined the Foundation in September 2006,
and his research includes surveys and polling on K-12 education issues. He also
manages and edits all other research projects commissioned by the Foundation.
DiPerna previously served as assistant director for the Brown Center on Education
Policy at the Brookings Institution, working there for more than six years. He was a
research analyst for the first five issues of the Brown Center Report on American
Education (2000-2004), and managed the activities of the National Working
Commission on Choice in K-12 Education (2001-2005). DiPerna has presented research
at the American Sociological Association annual meeting, and he has published articles
in Education Next, First Monday, and the Washington Examiner. In 2008, he
authored a textbook chapter in the Handbook of Research on Web Log Analysis.
A native of Pittsburgh, DiPerna attended the University of Dayton as an undergraduate
and received an M.A. in political science from the University of Illinois.
Acknowledgements
Paul DiPerna would like to thank a number of people who provided invaluable time,
comments, and assistance throughout the course of this survey project. This would not have
been possible without the opportunities provided by Robert Enlow, Leslie Hiner, and Carey
Folco. Jeff Reed, Andrew St. Angelo, Shepherd Pittman, Sarah Miller, and Dale Buwalda, all
provided very helpful feedback and insights in the editing process. I would also like to thank
the team at Braun Research who assisted in project development, and for their excellent
work in conducting the interviews and collecting the data. I appreciate the time and
commitments from Paul Braun, Dave Oshman, Shayne Poole, Elaine Karnes, and Rich
Kuchinsky. We are very grateful to the citizens of Alabama, Arkansas, Kansas, Mississippi,
New Jersey, and New York, who generously agreed to participate in our survey interviews.
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About Braun Research, Inc. (BRI)
The Braun Research network of companies, founded in 1995, combined employ 60 full-
time and over 600 part-time employees engaged in data collection via telephone, and
internet for various survey research firms, government and advertising agencies, local
community organizations, local and national business groups, foundations, universities
and academic entities, as well as religious organizations. In 15 years, Braun Research has
conducted more than 6,900 research projects by telephone, internet, and mail worldwide.
Nationally-known research firms have hired Braun Research, including the Gallup
Organization, the Pew Research Center, the Eagleton Poll, Mathematica Policy
Research, and the Washington Post. Braun Research has worked for the New Jersey
Department of Health and Human Services, as well as other government agencies
including the United States Departments of the Treasury and Defense, and the Center
for Disease Control.
Braun Research is a well-respected firm employing techniques and standards approved by
various survey research academic organizations and other affiliations including those with
whom Braun is an active member, including AAPOR (American Association for Public
Opinion Research) and MRA/CMOR (Market Research Association/Council on Marketing
and Opinion Research) and CASRO (Council on American Survey Research Organizations).
Braun‘s services on behalf of other research firms are up to standards required by
various professional associations where Braun enjoys membership, and in some cases,
participates actively. Paul Braun is a member of the MRA/CMOR committees on
response rate improvement and in launching a seal of quality for the industry. Paul
Braun is recognized as a leader in the field by colleagues who asked him to serve on
these committees. He has served as President of the New Jersey Chapter of AAPOR.
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About The Foundation for Educational Choice
The Foundation for Educational Choice is a 501(c)(3) nonprofit and nonpartisan
organization, solely dedicated to advancing Milton and Rose Friedman‘s vision of school
choice for all children. First established as the Milton and Rose D. Friedman
Foundation in 1996, the Foundation continues to promote school choice as the most
effective and equitable way to improve the quality of K-12 education in America. The
Foundation is dedicated to research, education, and outreach on the vital issues and
implications related to choice and competition in K-12 education.
Commitment to Methods & Transparency
The Foundation for Educational Choice is committed to research that adheres to high
scientific standards, and matters of methodology and transparency are taken seriously
at all levels of our organization. We are dedicated to providing high-quality information
in a transparent and efficient manner.
All individuals have opinions, and many organizations (like our own) have specific
missions or philosophical orientations. Scientific methods, if used correctly and
followed closely in well-designed studies, should neutralize these opinions and
orientations. Research rules and methods minimize bias. We believe rigorous
procedural rules of science prevent a researcher‘s motives, and an organization‘s
particular orientation, from pre-determining results. If research adheres to proper
scientific and methodological standards, its findings can be relied upon no matter who
has conducted it. If rules and methods are neither specified nor followed, then the
biases of the researcher or an organization may become relevant, because a lack of rigor
opens the door for those biases to affect the results.
Our authors take responsibility for research design, analysis, charts, and any
unintentional errors or misrepresentations. They welcome any and all questions related
to methods and findings.
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Survey Questionnaire and Topline
Interview Dates: July 26 to August 1, 2010
Sample Frame: Registered Voters
Sample Sizes: AL=601; AR=603; KS=602; MS=603; NJ=602; NY=603; Total=3,614
Margin of Error: ± 4.0 percentage points for each state sample;
± 1.6 percentage points for the total sample
Displayed numbers in tables are percentages, unless otherwise noted.
Due to rounding, percentage totals for a given question may be slightly greater or less than 100%.
[INTRODUCTION]
Hello, I am _____ calling for Braun Research Inc. in Princeton, New Jersey. We are conducting a telephone opinion survey on behalf of the Foundation for Educational Choice and would like to know your opinions on some important issues. We are not selling anything or asking for donations. May I please speak to someone who is registered to vote and is at home right now?
[IF NEEDED:] The Foundation for Educational Choice is a non-profit, non-partisan research organization.
[IF NEEDED:] The survey should take approximately 7 to 10 minutes.
“For this brief interview, if you are completely unsure about your answer or have no feelings for an answer, you can say „I Don‟t Know‟.” [ENTER AS “DK”]
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1. Do you feel things in K-12 Education in [INSERT STATE NAME] are generally going in the right direction, or do you feel things have generally gotten off on the wrong track? [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Right Direction 35 46 49 41 39 36 41
Wrong Track 53 41 38 52 49 53 48
DK (VOL.) 12 13 13 8 12 11 11
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2. What ONE WORD best describes your impression of [INSERT STATE NAME]’s public school system? Just the one word that best describes [INSERT STATE NAME]’s education system.
[OPEN-END. IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “NO RESPONSE”.] Specific impressions offered by 10 or more respondents per state. Numbers represent counts (n), not percentages.
AL AR KS MS NJ NY
Good 83 Good 80 Good 102 Good 78 Good 99 Good 68
Poor 48 Fair 33 Excellent 29 Poor 28 Fair 23 Fair 26
Fair 28 Poor 28 Fair 21 Fair 27 Excellent 22 Improving 20
Lacking 20 OK 18 OK 17 Improving 25 Improving 19 Poor 20
OK 20 Improving 17 Poor 16 OK 16 Poor 19 OK 14
Mediocre 17 Adequate 14 Adequate 15 Great 15 OK 17 Lacking 13
Average 15 Dead 13 Improving 15 Adequate 14 Adequate 14 Bad 11
Improving 15 Average 11 Mediocre 14 Bad 14 Bad 14 Mediocre 11
Bad 12 Mediocre 11 Great 13 Lacking 13 Under-Funded 12 -
Adequate 11 - Lacking 12 Mediocre 13 Expensive 11 -
Behind 11 - Bad 10 Inadequate 11 Lacking 11 -
Under-Funded 11 - - Excellent 10 Average 10 -
- - - - Terrible 10 -
AL AR KS MS NJ NY Total
Unique Impressions 149 168 168 163 170 198 505
Gave Impression 529 508 531 529 544 550 3,191
No Response 72 95 71 74 58 53 423
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3. How would you rate [INSERT STATE NAME]’s public school system? [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Excellent 6 12 14 9 10 7 10
Good 34 36 49 33 42 36 38
Fair 36 30 25 36 33 35 33
Poor 22 18 10 21 12 21 17
DK (VOL.) 2 5 2 1 3 2 2
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4. Do you believe that public school funding in [INSERT STATE NAME] is at a level that is: [ROTATE “TOO HIGH” AND “TOO LOW”] [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Too High 6 6 10 10 23 13 11
About Right 23 40 35 29 33 27 31
Too Low 65 45 48 56 38 53 51
DK (VOL.) 6 9 8 6 7 7 7
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5. How much do you think is currently spent on each student in [INSERT STATE NAME]'s public schools? Your estimate (to the nearest thousand dollars) will represent the combined expenditures of local, state, and federal governments.
[OPEN-END. RECORD SPECIFIC ESTIMATE. IF DEPENDS, PROBE ONCE LISTING CATEGORIES BELOW, AND RECORD CATEGORY. IF STILL DEPENDS, ENTER AS “DK”] [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS "DK"]
AL AR KS MS NJ NY Total
Median Estimate $2,500 $4,000 $4,000 $3,000 $8,000 $5,000 $4,000
Gave Response (n) 236 255 276 259 323 292 1,641
“Depends” (n) 365 348 326 344 279 311 1,973
AL AR KS MS NJ NY Total
Less Than $4,000 51 41 40 47 30 38 41
$4,001 - $8,000 21 28 31 24 23 22 25
$8,001 - $12,000 7 9 10 9 19 16 12
$12,001 - $16,000 3 3 2 2 9 5 4
Over $16,000 3 4 4 5 11 7 6
DK (VOL.) 15 16 12 14 8 13 13
54 | www.edchoice.org
6. How much confidence do you have in this response? [If Q5=DK, then skip question]
[IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
A Great Deal 17 20 13 18 17 17 17
A Good Amount 28 29 27 28 28 33 29
Just Some 38 36 45 43 37 33 38
None At All 16 15 12 10 13 14 13
DK (VOL.) 2 1 3 1 5 3 3
55 | www.edchoice.org
7. What is your best estimate for [INSERT STATE NAME]’s high school graduation rate, from 0 to 100%? For this survey, the graduation rate is defined as the percentage of high school students who advance from freshman year to receiving a high school diploma within four years.
[OPEN-END. IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Median Estimate 70% 75% 75% 70% 75% 65% 70%
Average Estimate 66% 70% 74% 65% 72% 63% 68%
Gave Response (n) 563 561 564 567 566 560 3,381
DK (VOL.) (n) 38 42 38 36 36 43 233
DK (VOL.) (%) 6 7 6 6 6 7 6
56 | www.edchoice.org
8. How much confidence do you have in this response? [If Q7=DK, then skip question]
[IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
A Great Deal 22 23 17 26 22 24 22
A Good Amount 36 38 40 35 42 35 38
Just Some 34 33 36 34 32 35 34
None At All 8 4 7 4 4 5 5
DK (VOL.) 1 2 1 1 <1 1 1
57 | www.edchoice.org
9. Compared to all other states taking the same academic achievement test, do you think [INSERT STATE NAME] nationally ranks…
[IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Within The Top 10 11 13 14 10 28 18 16
11 to 20 18 13 29 16 28 29 22
21 to 30 17 22 30 17 18 22 21
31 to 40 16 18 13 14 13 10 14
41 to 50 30 27 7 38 7 16 21
DK (VOL.) 8 7 8 5 6 5 7
58 | www.edchoice.org
10. How much confidence do you have in this response? [If Q9=DK, then skip question]
[IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
A Great Deal 24 31 17 28 25 27 25
A Good Amount 30 31 38 33 32 32 33
Just Some 38 31 38 33 36 36 35
None At All 6 6 6 5 6 5 6
DK (VOL.) 2 2 1 1 1 <1 1
59 | www.edchoice.org
11. If it were your decision and you could select any type of school, what type of school would you select in order to obtain the best education for your child?
[RANDOMIZE RESPONSES TO AVOID BIAS] [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Charter School 8 12 13 8 12 14 11
Homeschooling 11 14 9 10 7 7 10
Private School 40 33 35 38 39 49 39
Regular Public School 38 37 40 43 40 29 38
Virtual School <1 2 1 1 1 1 1
DK (VOL.) 3 1 3 1 1 1 2
60 | www.edchoice.org
12. What is the most important school attribute (or characteristic) to be the main reason you would select a [INSERT SCHOOL TYPE FROM QUESTION Q11]? [RANDOMIZE RESPONSES TO AVOID BIAS] [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Extracurricular Activities 7 8 8 9 9 8 8
Location 6 5 4 8 5 6 6
Religious or Philosophical Mission 7 9 8 6 4 5 7
School Size, Class Size 12 10 13 10 13 18 13
Standards, Curriculum 25 26 27 21 30 23 25
Structure, Discipline 19 19 20 19 17 18 19
Test Scores, Performance 17 11 13 17 14 13 14
Other 6 7 6 6 6 7 6
DK (VOL.) 2 5 1 4 1 2 3
“For the remainder of this interview, if you are completely unsure about your answer or have no feelings for an answer, feel free to say “I Don‟t Know”.” [ENTER AS “DK”]
61 | www.edchoice.org
13. How familiar are you with “charter schools” in K-12 education? [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Very Familiar 6 10 12 8 12 15 11
Somewhat Familiar 25 27 27 23 42 38 30
Not That Familiar 46 45 45 39 35 32 40
I Have Never Heard of “Charter Schools”
18 14 10 21 6 10 13
DK (VOL.) 6 5 6 9 5 5 6
62 | www.edchoice.org
14. Charter schools are public schools that have more control over their own budget, staff, and curriculum, and are exempt from many existing public school regulations. In general, do you favor or oppose charter schools? [PROBE:] Would you say strongly or somewhat favor/oppose?
[IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Strongly Favor 24 26 25 23 30 32 27
Somewhat Favor 34 34 37 39 40 36 36
Somewhat Oppose 11 13 14 13 8 13 12
Strongly Oppose 10 10 6 7 11 7 9
DK (VOL.) 21 18 18 18 11 13 16
63 | www.edchoice.org
15. How familiar are you with “virtual schools” in K-12 education? These schools are sometimes called "cyber schools" and "online schools".
[IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Very Familiar 6 13 13 12 6 8 10
Somewhat Familiar 20 16 24 19 21 16 19
Not That Familiar 38 39 42 40 46 41 41
I Have Never Heard of “Virtual Schools”
34 28 20 27 26 33 28
DK (VOL.) 2 3 2 2 2 3 2
64 | www.edchoice.org
16. Virtual schools can be run publicly or privately, allowing students to work with their curriculum and teachers over the internet – in combination with, or in place of, traditional classroom learning. In general, do you favor or oppose virtual schools? [PROBE:] Would you say strongly or somewhat favor/oppose?
[IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Strongly Favor 9 12 11 12 9 8 10
Somewhat Favor 22 19 27 23 18 25 22
Somewhat Oppose 22 18 21 21 26 19 21
Strongly Oppose 34 33 30 30 32 38 33
DK (VOL.) 13 17 11 13 15 10 13
65 | www.edchoice.org
17. Some states give tax credits to individuals and businesses if they contribute money to nonprofit organizations that distribute private school scholarships. This policy supports a “tax-credit scholarship system”. In general, do you favor or oppose a tax-credit scholarship system? [PROBE:] Would you say strongly or somewhat favor/oppose? [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Strongly Favor 26 34 23 32 32 36 30
Somewhat Favor 34 31 33 33 37 34 34
Somewhat Oppose 14 10 17 12 13 9 12
Strongly Oppose 11 12 12 12 10 13 12
DK (VOL.) 15 14 15 13 9 9 12
66 | www.edchoice.org
18. How familiar are you with “school vouchers” in K-12 education? [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Very Familiar 7 12 14 13 16 13 12
Somewhat Familiar 26 29 29 28 34 29 29
Not That Familiar 34 29 32 33 29 34 32
I Have Never Heard of “School Vouchers”
30 26 22 25 20 23 24
DK (VOL.) 3 4 3 2 1 1 2
67 | www.edchoice.org
19. A school voucher system allows parents the option of sending their child to the school of their choice, whether that school is public or private, including both religious and non-religious schools.
If this policy were adopted, tax dollars currently allocated to a school district would be allocated to parents in the form of a “school voucher” to pay partial or full tuition for their child’s school. In general, do you favor or oppose a school voucher system? [PROBE:] Would you say strongly or somewhat favor/oppose? [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Strongly Favor 33 39 31 43 39 41 38
Somewhat Favor 29 21 26 31 30 25 27
Somewhat Oppose 11 12 19 10 7 11 12
Strongly Oppose 17 18 17 10 19 15 16
DK (VOL.) 10 9 8 6 5 8 8
“Now, just a few questions for statistical purposes only. …”
68 | www.edchoice.org
20. When you were growing up, did you go to public or private school?
[IF RESPONDENT SAYS "both," ASK: “Where did you go MOST of the time?” IF STILL “both” CODE AS SUCH… IF STILL DEPENDS, ENTER AS „DK”]
AL AR KS MS NJ NY Total
Public School 89 91 81 88 71 74 82
Private School 5 2 10 5 19 13 9
Both 6 7 8 7 9 12 8
DK/Refused (VOL.) 1 1 0 <1 1 1 1
69 | www.edchoice.org
21. Are you currently the parent or guardian of a child who lives with you, and who is in any grade from Pre-School through High School?
[IF NEEDED: IF CHILD IS GOING INTO PRESCHOOL IN THE UPCOMING SCHOOL YEAR, ENTER "YES"]
[IF NEEDED: IF CHILD JUST GRADUATED IN 2010, ENTER "NO"] [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Yes 31 36 27 38 30 36 33
No 69 64 73 62 71 65 67
DK/Refused (VOL.) 0 1 0 <1 0 0 <1
70 | www.edchoice.org
22. Generally speaking, do you usually consider yourself a Republican, a Democrat, an Independent, or something else? [Code for Democrat, Republican, Independent, Libertarian, Tea Party, Other, or “DK”]
[IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Democrat 35 38 32 45 33 41 37
Republican 32 25 35 25 26 21 27
Independent 22 25 24 19 29 27 24
Other 5 7 6 5 7 4 6
Libertarian (VOL.) 1 <1 <1 1 1 1 1
Tea Party (VOL.) 1 <1 <1 1 <1 1 <1
DK/Refused (VOL.) 6 6 3 4 5 5 5
71 | www.edchoice.org
23. How would you describe your views on most political matters? Generally, do you think of yourself as liberal, moderate, or conservative? [rotate liberal and conservative]
[Code only for Liberal, Moderate, Conservative, or “DK”]
[IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Liberal 12 19 18 14 21 23 18
Moderate 32 31 34 36 45 42 37
Conservative 45 42 39 40 29 28 37
DK/Refused (VOL.) 11 8 9 10 5 7 8
24. What is your zip code? [OPEN END]
72 | www.edchoice.org
25. How would you best describe where you live? [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Urban 12 16 18 13 18 35 18
Suburban 19 15 26 14 49 33 26
Small Town 42 41 38 42 24 19 34
Rural 24 27 15 30 9 10 19
DK/Refused (VOL.) 3 1 4 2 1 3 2
73 | www.edchoice.org
26. Which of the following age categories do you fall in?
[IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
18 – 29 13 18 16 20 18 16 17
30 – 39 16 15 15 16 14 19 16
40 – 49 18 17 17 17 20 19 18
50 – 64 29 25 27 28 27 25 27
65 & Over 24 26 25 20 23 21 23
DK/Refused (VOL.) 0 0 0 0 0 0 0
74 | www.edchoice.org
27. Are you of Hispanic, Latino, or of Spanish origin or descent, or not?
[IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Hispanic 1 1 7 2 12 15 6
Not Hispanic 98 98 92 98 87 85 93
DK/Refused (VOL.) 1 1 1 <1 1 <1 1
75 | www.edchoice.org
28. Which of the following describes your race? [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Asian/Asian American 0 0 1 0 6 3 2
Black/African American 26 14 7 43 14 15 20
White/Caucasian 73 83 87 56 70 71 73
Other 1 2 3 <1 <1 2 1
DK/Refused (VOL.) <1 1 3 1 10 9 4
76 | www.edchoice.org
29. What is your religion, if any? [DO NOT READ CATEGORIES]
[IF GIVEN SPECIFIC PROTESTANT DENOMINATION, SIMPLY CODE PROTESTANT] [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Catholic 9 11 24 9 43 42 23
Jewish <1 1 1 1 4 7 2
Muslim 1 <1 <1 1 1 1 1
Protestant 77 72 55 79 33 28 57
Other 3 6 5 4 2 1 4
None 7 8 11 6 11 16 10
DK/Refused (VOL.) 3 3 3 1 6 5 3
77 | www.edchoice.org
30. What is the last grade or class that you completed in school? [DO NOT READ CATEGORIES]
[IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”] None (Grades 1-8) High School Incomplete (Grades 9-11) High school Graduate (Grade 12 or GED Certificate) Technical, Trade, or Vocational School (AFTER High School) Some College (Associate’s Degree, No 4-Yr Degree) College Graduate (Bachelor’s Degree., or Other 4-Yr Degree) Post-Graduate Training or Professional Schooling After College (e.g., Toward a Master's Degree, Ph.D.; Law, Medical School) Collapsed and recoded categories to produce the following table…
AL AR KS MS NJ NY Total
Less Than HS Graduate 19 19 12 21 13 16 17
HS Graduate, GED, etc. 32 36 29 31 30 29 31
Some College or Associate‟s Degree
29 28 33 30 25 26 28
Bachelor‟s Degree or Higher
20 17 26 17 32 29 24
DK/Refused (VOL.) 0 0 0 0 0 0 0
78 | www.edchoice.org
31. Would you tell me into which of the following categories your total family income falls? [IF DEPENDS, PROBE ONCE. IF STILL DEPENDS, ENTER AS “DK”]
AL AR KS MS NJ NY Total
Under $25,000 27 24 17 30 19 19 23
$25,000 – $49,999 25 28 30 23 17 21 24
$50,000 – $74,999 18 19 22 19 23 22 21
$75,000 – $124,999 10 10 10 9 13 15 11
$125,000 – $200,000 4 3 3 4 8 5 5
Over $200,000 2 2 2 1 4 2 2
DK/Refused (VOL.) 15 15 16 13 16 16 15
79 | www.edchoice.org
32. [CODE GENDER OF RESPONDENT; DO NOT ASK, UNLESS GENDER IS IN QUESTION]
AL AR KS MS NJ NY Total
Female 55 56 54 54 52 54 54
Male 45 44 46 47 48 46 46